Proposiciones, procedimientos y argumentos sobre probabilidad en libros de texto chilenos de educación primaria

Abstract

This article analyses propositions, procedures and arguments related to the study of probability in a variety of Chilean Primary Education textbooks. For this purpose, the meanings of probability in mathematical context are considered as well as basic components of probabilistic alphabetization. Results point out that probability treatment, in the textbooks analyzed, is done primarily from an intuitive perspective to later introduce, strongly and gradually, the frequency meaning view. These results provide information to be considered - as much for teacher trainers as for current teachers - so that academic training and support are organized accordingly to promote the development of probabilistic alphabetization in the students.